Date of Award
2012
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Abraham S. Fischler College of Education
Advisor
Janice Bevan
Committee Member
Judith Galician
Committee Member
Ronald P. Kern
Keywords
academic achievement, accountability, at-risk students, district recommendations, early intervention, early intervention program, elementary education, individualized instruction, kindergarten through fifth grade, mathematics achievement, mathematics intervention, program effectiveness, program enrollment, program evaluation, program exit rates, reading achievement, reading intervention, school administration, southeastern United States, standardized test scores, standardized tests, student achievement, teacher checklists, timely intervention, student performance
Abstract
The purpose of this study was to evaluate an early intervention program (EIP) in the southeastern United States. The program was adopted in 2000 by the state’s assembly and implemented in 2001. The goal of the program was to help students in kindergarten through fifth grade to perform on grade level in reading and mathematics. Students were identified and placed in the program based on standardized test scores and teachers’ checklists. Once placed in the program, students were given individualized programs targeted to help them perform better in reading and mathematics.
The research questions focused on the student achievement of these at-risk students after participating in the EIP:
1. What is the average length of time that EIP students stay in the program?
2. How many students are exited out of the program annually, how many return to the program after being exited, and why?
3. Have students in EIP improved, even if they are still in the program, and in what areas?
4. What recommendations can be made to the school administration to make the EIP more effective and increase the number of students who test out of the program?
This study investigated the performance of the students placed in the program to see if they were progressing as they should and being exited out of the program in a timely manner. The purpose of the study was to determine if the EIP was successful.
The findings showed that, although high numbers of students were enrolled in EIP for reading and mathematics, most students were being served for mathematics only. After third grade, the percentage of students being served in EIP nearly tripled. The results led to recommendations for the district based on the data that should enable it to be more effective in any areas that were less than optimal.